Educational Aspirations and Experiences of Refugee-Background African Youth in Australia: A Case Study

Autor/in	Molla, Tebeje
Titel	Educational Aspirations and Experiences of Refugee-Background African Youth in Australia: A Case Study
Quelle	In: International Journal of Inclusive Education, 25 (2021) 8, S.877-895 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Molla, Tebeje)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1588924
Schlagwörter	Foreign Countries; Refugees; College Students; Academic Aspiration; Student Attitudes; Educational Attitudes; Academic Achievement; Equal Education; Racial Bias; Educationally Disadvantaged; Human Capital; Resilience (Psychology); Australia + Suchen Sie Ihr Suchwort? Ausland; Flüchtling; Collegestudent; Schülerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Schulleistung; Racial discrimination; Rassismus; Humankapital; Australien
Abstract	Access to educational opportunities is instrumental for social integration of refugee youth. This paper reports on a qualitative case study of educational aspirations and experiences of refugee-background African youth (RAY) in Melbourne, Australia. Guided by a capability approach to social justice, in-depth interviews were conducted with two groups of RAY: those who have transitioned to higher education (HE), and those who have not transitioned to HE after completing high school. The findings show that: (a) RAY share a firm belief in the value of HE; (b) but they are differently positioned to convert opportunities into achievements -- e.g. only the refugee youth with high levels of navigational capacity take advantage of the available flexible pathways to HE; (c) the stress of racism pervades the educational experiences of both groups; and (d) some African refugee youth have shown a considerable level of resilience in that, despite the challenges of racism, a history of disrupted educational trajectories and a lack of scholarly resources at home, they have transitioned to and thrived in HE. In light of these findings, the paper draws some implications for equity policies and practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01